CC BY
28
Practice shows that the education of a creative specialist is impossible without mastering the theoretical foundations of disciplines, developing students' ability to operate theoretical knowledge in a practical setting, and to use them in solving professional problems. The student should be able to answer the questions, understand the proposed situation, determine the ways out of it, review or prognosticate the monograph, article, direct observation of the production processes during the practice. The variety of tasks for independent work, giving them not only information, but also a professional orientation, establishing a close connection between theory and engineering practice, is the incentive that motivates the development of skills and abilities of independent work and facilitates the restructuring of the student's personality structure into the personality structure of the specialist. The effectiveness of the student's independent work as a criterion of the quality of the pedagogical management of the educational process is determined by its development in two ways:
S in the level of mastering the student's self-training ability to navigate in situations modeling future professional activity through task situations, special exercises, in using theory to solve practical standard tasks;
S the degree of involvement of students in research activities through the performance of non-standard tasks and tasks of increased complexity and in real production practice with the maximum use of life experience of students, orienting them on future professional activity.
The effectiveness of independent work of students is largely determined by the presence of active methods of its control. This emphasizes the importance of the organizing and governing functions of the teacher and, at the same time, the need to comprehend the students who study themselves as genuine subjects of academic activity.
References
1. Shamova T.I. Upravleniye obrazovatelnimi sistememi. M.: Izdatelskiy sentr „Akademiya", 2002. 384 s.
2. Soliyeva M.A. Main components of organizing independent work of students. № 4 (14), 2017. Jurnal "Dostijeniye nauki i obrazavaniya". 93 str.
GAMES IN TEACHING ENGLISH AS A SECOND LANGUAGE Soliyeva M.A.1, Barotova S.S.2
1Soliyeva Munavvar Akhmadovna - English Teacher, DEPARTMENT OF ENGLISH LANGUAGE; 2Barotova Shahnoza Shavkat kizi - Student, CHEMICAL AND FOOD INDUSTRY TECHNOLOGY FACULTY, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: the author deals with the role of games in teaching English. . Here is said that games enrich the students with new impressions, activate the vocabulary. The author pays attention to organizing different games during the lessons.
Keywords: new impressions, different language skills, master, psychological mechanisms.
Games allow a differentiated approach to students; involve every student in the work, taking into account his interests, inclination, level of language training. Exercises of the game character enrich the students with new impressions, activate the vocabulary, and develop different language skills. They can be diverse in their purpose, content, ways of organizing and conducting. With their help, you can solve any one problem (improve grammatical, lexical skills, etc.) or a whole complex tasks: to form speech skills, to develop
89
observation, attention, and creativity, etc. Some games are performed by students individually, others - collectively [1, 17].
Individual and quiet games can be performed at any time of the lesson, collective - it is desirable to hold at the end of the lesson, because they have a more pronounced element of competition, they require mobility. The same exercise can be used at different stages of training. This changes the linguistic content of the game, the way it is organized and conducted. The situation indicates the conditions for the performance of an action, describes the actions to be performed, and the task to be accomplished. In a situation, it is necessary to give information about the social relationships of partners. The description of the role is given in the role card.
Methods and techniques.
"Model training method" (classes in the form of business games, lessons like: lesson-court, lesson-auction, lesson-press conference.These lessons mimic the press conferences held in life: when groups of public figures or scientists talk with the press, aimed at finding out the most important issues and problems with a view to their popularization and propaganda. Lessons of this type contribute to the development of students' skills of working with additional literature, educate curiosity, the ability to do business in a team, comradely mutual assistance! conduct the lesson-press conference in order to generalize and consolidate the material studied. Unusual in form, these lessons are of great interest to students, they develop their creative abilities well.
The "Mind-Map": method is a simple technology for recording thoughts, ideas, conversations, the recording is quick, associative, the theme is in the center, the word, the idea, the thought, there is a flow of ideas, their number is unlimited, they are all fixed. We start to write them from the top left and end right below .The method is an individual product of one person or one group, expresses individual possibilities, creates space for the manifestation of creative abilities.
The "Brain Storming" method: by brainstorming, students name everything they know and think about the problem they are saying, all ideas are accepted, regardless of whether they are correct or not. The role of the teacher is the role of a conductor, forcing students to meditate, while carefully listening to their thoughts. Teacher: What comes to mind when you hear the expression: What is a transport?
Cluster-Method (bunch) - serves to stimulate mental activity. Spontaneity, freed from any censorship. Graphic reception of the systematization of the material. Thoughts do not pile up, but "cluster", that is, they are arranged in a certain order.
Compilation technology:
Keyword; Writing words that spontaneously come to mind are recorded around the main word. They are outlined and connected to the main word. Each new word forms a new core, which causes further associations. Thus, associative
Cinquain is a poem that requires the synthesis of information and material in concise terms, which allows describing or reflecting. Cinquain is a poem consisting of five lines. Each student is given 5-7 minutes to write a Cinquain.
The rule of writing Cinquain:
• In the first line, the topic is called one word (usually a noun).
• The second line is a description of the topic in two words (two adjectives).
• The third line is a description of the action within the framework of this topic in three words.
• The fourth line is a phrase from four lines, showing the attitude to the topic.
• The fifth line is a synonym from one word, which repeats the essence of the topic.
Thus, the use of modern educational technologies allows organizing the educational
process more productive, effective, and interesting. Applying new pedagogical technologies at the lessons, I was convinced that the process of teaching English can be viewed from a new point of view and master psychological mechanisms of personality formation, achieving better results.
References
1. Langran John & Purcell Sue "Language Games and Activities", London: Center for Information on Language, 1994. P. 17.
ТВОРЧЕСКИЕ СООБЩЕСТВА ВОСПИТАТЕЛЕЙ ДОУ И ИНСТРУКТОРОВ ПО ФИЗИЧЕСКОЙ КУЛЬТУРЕ КАК ОДИН ИЗ СПОСОБОВ ЭФФЕКТИВНОГО ВЗАИМОДЕЙСТВИЯ В ПРОЦЕССЕ
ФИЗКУЛЬТУРНО-ОЗДОРОВИТЕЛЬНОЙ РАБОТЫ
1 2 Хохлова Е.В. , Селезнева М.А.
'Хохлова Елена Васильевна - воспитатель высшей квалификационной категории;
2Селезнева Марина Александровна - инструктор по физической культуре высшей квалификационной категории, Государственное бюджетное общеобразовательное учреждение города Москвы Школа № 1288 им. Героя Советского Союза Н.В. Троян, г. Москва
Аннотация: авторы статьи отмечают, что рациональное взаимодействие педагогов ДОО - инструкторов по физической культуре и воспитателей положительно влияет на результативность физкультурно-оздоровительной и просветительной работы в детском саду; согласованности работы воспитателей и специалистов во многом способствует их объединение в творческие сообщества, целью которых является повышение компетентности в вопросах физкультурно-оздоровительной работы в ДОО.
Ключевые слова: ДОУ, физкультурно-оздоровительная работа, сообщество, эффективное взаимодействие.
Дошкольный возраст является важнейшим периодом становления здоровой личности, а в перспективе - здорового общества в целом. Поэтому, одним из наиболее приоритетных направлений государственной политики, нацеленным на укрепление здоровья детей, является развитие физической культуры именно в дошкольном возрасте [1, стр. 84].
Дошкольное образовательное учреждение создает благоприятные условия, которые гарантируют охрану и укрепление здоровья воспитанников, а также развитие не только физически развитой, но и социально-активной, творческой личности [2, стр. 49].
У каждого педагога в ДОУ имеется свой стиль преподавания, свои методы, особенные профессиональные приемы и «секреты» работы. С годами работы у педагогов накапливается желание поделиться своими профессиональными успехами, личными методическими разработками с коллегами, а также потребность обсудить различные вопросы, касающиеся работы по освоению детьми образовательных областей «Здоровье» и «Физическая культура». Между тем, конечный результат и достижение таких целей, как повышение двигательной активности детей, формирование у них двигательной культуры, положительного эмоционального настроя, во многом зависит от активного участия воспитателя в педагогическом процессе, его взаимопонимания и эффективного взаимодействия с инструктором по физической культуре. Каждое ДОУ может по праву гордиться работой своих инструкторов и воспитателей, которые совместно готовятся к проведению специально организованных занятий, разрабатывают сценарии тематических физкультурных досугов и праздников, подбирают консультативный материал для родителей воспитанников. Сколько детских садов - столько и творческих, по-настоящему
91
